University of Sistan and Baluchestan Journal of Educational Psychology Studies 2228-6683 21 56 2024 11 21 The Modeling Structural Test Anxiety Based on Perfectionism with Mediating Role Fear of Negative Evaluation in Students. The Modeling Structural Test Anxiety Based on Perfectionism with Mediating Role Fear of Negative Evaluation in Students. 26 1 8718 10.22111/jeps.2024.49131.5770 FA Kourosh Jabbari Ph.D. student, Department of Educational Psychology, Roudhen Branch, Islamic Azad University, Roudhen, Iran Bahman Kord Associate Professor, Department of Psychology, Mahabad Branch, Islamic Azad University, Mahabad, Iran Arezoo Oskoei Assistant Professor, Department of Psychology, Roudhen Branch, Islamic Azad University, Roudhen, Iran. Journal Article 2024 06 27 The purpose of this study was to modeling structural test anxiety based on perfectionism with mediating role fear of negative evaluation in students. The statistical population of the study consisted of all male students in the first year of middle school in Tehran in the year 2021 Using a convenience sampling method, 500 individuals were selected as the sample size. To measure the variables, test anxiety inventory (TAI) of Abolghasemi and et al (1996), multidimensional perfectionism scale (MPS) of Hewitt and Flett (1991) and brief fear of negative evaluation scale (BFNE) of Leary (1983). Data were analyzed using Pearson correlation and structural equation modelling with using SPSS-24 and AMOS software was investigated. The results showed that there is a positive and significant relationship between perfectionism and fear of negative evaluation with test anxiety (P <0.01). The results also showed that most of the direct paths of this study were significant and the indirect paths of perfectionism were significant through the mediating role of fear of negative evaluation on test anxiety. Also, proposed model had an acceptable fitness to the data (RMSEA=0/058, P-value<0/05). These findings emphasize the importance of considering perfectionism and fear of negative evaluation as significant factors in the development of exam anxiety, and they may assist in designing intervention programs aimed at reducing anxiety in students. The purpose of this study was to modeling structural test anxiety based on perfectionism with mediating role fear of negative evaluation in students. The statistical population of the study consisted of all male students in the first year of middle school in Tehran in the year 2021 Using a convenience sampling method, 500 individuals were selected as the sample size. To measure the variables, test anxiety inventory (TAI) of Abolghasemi and et al (1996), multidimensional perfectionism scale (MPS) of Hewitt and Flett (1991) and brief fear of negative evaluation scale (BFNE) of Leary (1983). Data were analyzed using Pearson correlation and structural equation modelling with using SPSS-24 and AMOS software was investigated. The results showed that there is a positive and significant relationship between perfectionism and fear of negative evaluation with test anxiety (P <0.01). The results also showed that most of the direct paths of this study were significant and the indirect paths of perfectionism were significant through the mediating role of fear of negative evaluation on test anxiety. Also, proposed model had an acceptable fitness to the data (RMSEA=0/058, P-value<0/05). These findings emphasize the importance of considering perfectionism and fear of negative evaluation as significant factors in the development of exam anxiety, and they may assist in designing intervention programs aimed at reducing anxiety in students.

https://jeps.usb.ac.ir/article_8718_a0972a2efd79cdf72243efc7e5963420.pdf

University of Sistan and Baluchestan Journal of Educational Psychology Studies 2228-6683 21 56 2024 11 21 The relationship between childhood trauma and suicidal thoughts in students:the mediating role of mentalization and mindfulness The relationship between childhood trauma and suicidal thoughts in students:the mediating role of mentalization and mindfulness 51 27 8704 10.22111/jeps.2024.49554.5798 FA Leila Hefazi Torghabeh PhD student in Psychology, Department of Clinical Psychology, Faculty of Psychology and EducationalSciences,Semnan University, Semnan, Iran. Mahmoud Najafi Associate Professor, Department of Clinical Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran. Journal Article 2024 08 13 This study aimed to investigate the relationship between childhood trauma and suicidal thoughts, considering the mediating roles of mentalization and mindfulness in a students. The research method was descriptive correlational (structural equations). The statistical population included all boy and geirl high school students in Mashhad during the 2023-2024 academic year, with 330 students selected as the sample using multi-stage cluster random sampling. To measure the research variables, the Childhood Trauma Questionnaire (2003), Beck's Suicide Ideation Scale (1998),Reflective Functioning Questionnaire (2016), and Five Facet Mindfulness Questionnaire (2006) were used. Data analysis was conducted using SPSS25 and AMOS24 software. The findings showed that childhood trauma (β= 0.21), mindfulness (β= -0.32 certainty Mentalization factor (β= -0.25), and Uncertainty Mentalization factor (β=0.18) had a direct and significant effect on suicidal thoughts (P<0.01). Additionally, childhood trauma had a direct and significant effect on mindfulness (β=-0.85), certainty Mentalization factor (β = -0.81), and Uncertainty Mentalization factor (β=0.81) (P< 0.01). Regarding the indirect effect, childhood trauma through mindfulness (β=0.27), certainty Mentalization factor (β=0.20), and Uncertainty Mentalization factor (β= 0.14) had an indirect effect on suicidal thoughts (P< 0.01). Planning to enhance mentalization capacity and mindfulness skills can reduce suicidal thoughts in this group of affected students. This study aimed to investigate the relationship between childhood trauma and suicidal thoughts, considering the mediating roles of mentalization and mindfulness in a students. The research method was descriptive correlational (structural equations). The statistical population included all boy and geirl high school students in Mashhad during the 2023-2024 academic year, with 330 students selected as the sample using multi-stage cluster random sampling. To measure the research variables, the Childhood Trauma Questionnaire (2003), Beck's Suicide Ideation Scale (1998),Reflective Functioning Questionnaire (2016), and Five Facet Mindfulness Questionnaire (2006) were used. Data analysis was conducted using SPSS25 and AMOS24 software. The findings showed that childhood trauma (β= 0.21), mindfulness (β= -0.32 certainty Mentalization factor (β= -0.25), and Uncertainty Mentalization factor (β=0.18) had a direct and significant effect on suicidal thoughts (P<0.01). Additionally, childhood trauma had a direct and significant effect on mindfulness (β=-0.85), certainty Mentalization factor (β = -0.81), and Uncertainty Mentalization factor (β=0.81) (P< 0.01). Regarding the indirect effect, childhood trauma through mindfulness (β=0.27), certainty Mentalization factor (β=0.20), and Uncertainty Mentalization factor (β= 0.14) had an indirect effect on suicidal thoughts (P< 0.01). Planning to enhance mentalization capacity and mindfulness skills can reduce suicidal thoughts in this group of affected students.

https://jeps.usb.ac.ir/article_8704_3c48d8575c35b3c09ef00fb15b5ce7e1.pdf

University of Sistan and Baluchestan Journal of Educational Psychology Studies 2228-6683 21 56 2024 11 21 Effectiveness of Motivational Intervention Based on Mind Set on Academic Procrastination and Learned Helplessness Effectiveness of Motivational Intervention Based on Mind Set on Academic Procrastination and Learned Helplessness 73 52 8634 10.22111/jeps.2024.48616.5717 FA Maryam Sanami M.A student in Educational Psychology, University of Yasouj, Yasouj, Iran. Ali Taghvaeinya Associate Professor, Department of psychology, University of Yasouj, Yasouj, Iran. Fariborz Nikdel Associate Professor, Department of psychology, University of Yasouj, Yasouj, Iran. Journal Article 2024 05 02 The purpose of this study was to the effectiveness of motivational intervention based on mind set on academic procrastination and learned helplessness of students.The research method was quasi-experimental with pretest-posttest design and control group. Statistical population included all high school girls’ students of the first secondary in Rustaq city of Fars Province in 2022. Measurement tools included Learned Helplessness Scale (1988) and the Academic Procrastination Questionnaire (1984). The first, three school selected randomly, consequently 40 students that scored above the cut-off point point (cut-off point 50 in learned helplessness scale and 62 in procrastination questionnaire) convenient sampling were selected and randomly assigned two experimental and control group. In the later step, the students in the experimental group received motivational intervention based on change set mind for 8 session of 90 minutes and the control group did not receive any intervention. The study’s data were analyzed using multivariate analysis of covariance with SPSS23. Findings indicated motivational intervention based on mind set significantly decreased academic procrastination and learned helplessness in comparison to the control group (p <0.01). May concludes that the motivational intervention based on mind set in has been effective in reducing academic procrastination and learned helplessness. The findings of this research emphasize the importance of paying attention to teaching based on mind set on decreased academic procrastination and learned helplessness in students. Therefore, this motivational intervention can be used to decrease academic procrastination and learned helplessness in students. The purpose of this study was to the effectiveness of motivational intervention based on mind set on academic procrastination and learned helplessness of students.The research method was quasi-experimental with pretest-posttest design and control group. Statistical population included all high school girls’ students of the first secondary in Rustaq city of Fars Province in 2022. Measurement tools included Learned Helplessness Scale (1988) and the Academic Procrastination Questionnaire (1984). The first, three school selected randomly, consequently 40 students that scored above the cut-off point point (cut-off point 50 in learned helplessness scale and 62 in procrastination questionnaire) convenient sampling were selected and randomly assigned two experimental and control group. In the later step, the students in the experimental group received motivational intervention based on change set mind for 8 session of 90 minutes and the control group did not receive any intervention. The study’s data were analyzed using multivariate analysis of covariance with SPSS23. Findings indicated motivational intervention based on mind set significantly decreased academic procrastination and learned helplessness in comparison to the control group (p <0.01). May concludes that the motivational intervention based on mind set in has been effective in reducing academic procrastination and learned helplessness. The findings of this research emphasize the importance of paying attention to teaching based on mind set on decreased academic procrastination and learned helplessness in students. Therefore, this motivational intervention can be used to decrease academic procrastination and learned helplessness in students.

https://jeps.usb.ac.ir/article_8634_1625af9120689b6f292f18b3085cf0bf.pdf

University of Sistan and Baluchestan Journal of Educational Psychology Studies 2228-6683 21 56 2024 11 21 The Subjective Vitality of Female Students: The Role of Attachment Styles and Alienation from Parents with the Mediation of Basic Psychological Needs The Subjective Vitality of Female Students: The Role of Attachment Styles and Alienation from Parents with the Mediation of Basic Psychological Needs 106 74 8711 10.22111/jeps.2024.47729.5643 FA Parvaneh Alaie Assistant Professor, Department of Family Studies, Azarbaijan Shahid Madani University, Tabriz, Iran. Ladan Vaghef Associate Professor, Department of Psychology, Azarbaijan Shahid Madani University, Tabriz, Iran. Fatemeh Nadimi M.A. Women Studies, Azarbaijan Shahid Madani University. Journal Article 2024 01 15 The aim of this research was to determine the role of attachment styles and alienation from parents in explaining the subjective vitality of female students through the mediation of basic psychological needs.The statistical population of this descriptive-correlational research was about 3300 people and included all female students of public highschools in Tabriz city (2022), of which 250 people were selected by available sampling method and answered to the research instrument by online which was included questionnaires of Ryan and Fredick's subjective vitality (1997), Hazen and Shaver's attachment styles (1987), alienation from parents of Gardner (2001), and the basic psychological needs of Guardia, Deci and Ryan (2000). The results of data analysis useing of SPSS16 and AMOS24 softwares showed that In addition to the good fit of the research model (RMSEA = 0.05), attachment styles had a direct effect and an indirect effect on subjective vitality due to the psychological need for communication (P < 0.05). Alienation from parents only had a direct effect on subjective vitality (P < 0.01). A positive relationship was found between secure style and basic psychological needs with the Subjective vitality of female students; this relationship between avoidant and ambivalent styles and alienation from parents was negative (P < 0.01). Considering the research findings, it is important to make suitable policies and hold educational workshops for the target groups in order to strengthen secure attachment styles, reduce alienation from parents and meet psychological needs in promoting the subjective vitality of adolescent girls. The aim of this research was to determine the role of attachment styles and alienation from parents in explaining the subjective vitality of female students through the mediation of basic psychological needs.The statistical population of this descriptive-correlational research was about 3300 people and included all female students of public highschools in Tabriz city (2022), of which 250 people were selected by available sampling method and answered to the research instrument by online which was included questionnaires of Ryan and Fredick's subjective vitality (1997), Hazen and Shaver's attachment styles (1987), alienation from parents of Gardner (2001), and the basic psychological needs of Guardia, Deci and Ryan (2000). The results of data analysis useing of SPSS16 and AMOS24 softwares showed that In addition to the good fit of the research model (RMSEA = 0.05), attachment styles had a direct effect and an indirect effect on subjective vitality due to the psychological need for communication (P < 0.05). Alienation from parents only had a direct effect on subjective vitality (P < 0.01). A positive relationship was found between secure style and basic psychological needs with the Subjective vitality of female students; this relationship between avoidant and ambivalent styles and alienation from parents was negative (P < 0.01). Considering the research findings, it is important to make suitable policies and hold educational workshops for the target groups in order to strengthen secure attachment styles, reduce alienation from parents and meet psychological needs in promoting the subjective vitality of adolescent girls.

https://jeps.usb.ac.ir/article_8711_6389eb8c104caaeb974ca104e047bf7d.pdf

University of Sistan and Baluchestan Journal of Educational Psychology Studies 2228-6683 21 56 2024 11 21 Primary school teachers' lived experience of the challenges and opportunities of electronic education in the framework of the Shad network Primary school teachers' lived experience of the challenges and opportunities of electronic education in the framework of the Shad network 134 107 8631 10.22111/jeps.2024.46463.5484 FA Zahra Emadi Master's degree in Counseling, Islamic Azad University, Electronic branch, Tehran, Iran. Zahra Sadat Pour Sayyed Aghaei Assistant Professor, Department of Counseling, Faculty of Education and Psychology, Alzahra University, Tehran, Iran. Journal Article 2023 08 21 The present study was conducted with the aim of phenomenological analysis of elementary school teachers' perception of the challenges and opportunities of electronic education in the context of Shad software. This study was of qualitative type and using phenomenological method and it was conducted by using purposeful sampling and analysis of semi-structured interviews with teachers of elementary girls' schools in District 15 of Tehran. The criterion for entering the research was the age range of 55-20 years and the mental health of the teachers. The interviews were analyzed using Smith's phenomenological method. The Lavashe coefficient obtained was 0.97 and this means the content validity of the interview questions. Finally, after conducting 16 deep, the researcher reached data saturation. In this research, 2 main themes and 6 sub-themes and 34 semantic units were obtained, the main themes of which were: "Components related to e-learning opportunities in the platform of Shad software" and "Challenges of e-learning in the platform of Shad software". In the present study, elementary school teachers, while enumerating the opportunities created in the happy platform, listed many challenges for it and presented solutions to increase the productivity of e-learning, which will be implemented with the efforts of educational officials and policy makers. The present study was conducted with the aim of phenomenological analysis of elementary school teachers' perception of the challenges and opportunities of electronic education in the context of Shad software. This study was of qualitative type and using phenomenological method and it was conducted by using purposeful sampling and analysis of semi-structured interviews with teachers of elementary girls' schools in District 15 of Tehran. The criterion for entering the research was the age range of 55-20 years and the mental health of the teachers. The interviews were analyzed using Smith's phenomenological method. The Lavashe coefficient obtained was 0.97 and this means the content validity of the interview questions. Finally, after conducting 16 deep, the researcher reached data saturation. In this research, 2 main themes and 6 sub-themes and 34 semantic units were obtained, the main themes of which were: "Components related to e-learning opportunities in the platform of Shad software" and "Challenges of e-learning in the platform of Shad software". In the present study, elementary school teachers, while enumerating the opportunities created in the happy platform, listed many challenges for it and presented solutions to increase the productivity of e-learning, which will be implemented with the efforts of educational officials and policy makers.

https://jeps.usb.ac.ir/article_8631_c3df81d5806fd18498b7ed576e7dc978.pdf

University of Sistan and Baluchestan Journal of Educational Psychology Studies 2228-6683 21 56 2024 11 21 Structural modeling of the effect of school culture on psychological well-being with the mediating role of narcissism and achievement emotions Structural modeling of the effect of school culture on psychological well-being with the mediating role of narcissism and achievement emotions 164 135 8640 10.22111/jeps.2024.48261.5679 FA Maryam Fallahi Department of Educational Management, Faculty of Educational Sciences and Psychology, Mehr Arvand Higher Education Institute, Abadan, Iran. Samaneh Salimi Assistant Professor of Education Sciences, Farhangian university, Tehran, Iran. Journal Article 2024 03 18 The aim of the current research is to investigate the structural modeling of the effect of school culture on psychological well-being with the mediating role of narcissism and students' progress emotions with the research method, structural equation model correlation. The statistical population of this research was 38,300 public elementary school students in Ahvaz in the academic year of 2022-2023, of which 392 were selected by stratified random sampling. Four standard psychological well-being questionnaires of Riff (1989), school culture by Alexander and Sade (1998), progress excitement by Pakran et al. (2005) and narcissism by Ames et al. (2007) were used to collect data. The obtained data were analyzed using spss23 and Lisrel 8.8 software. The results of data analysis based on regression coefficients show that school culture has a 0.58 effect on psychological well-being, school culture has a 0.71 effect on progress emotions, school culture has an effect on narcissism 0.69, progress emotions have a 0.37 effect on psychological well-being, and narcissism has an effect on 0.71. Psychological well-being had a significant effect of 0.40 (p<0.01). According to the findings of the research, it can be concluded that the school culture has significant effects on the psychological well-being, progress emotions and narcissism of the students, therefore it is recommended to the school administrators to improve the school culture to the students' communication with each other, knowledge communication Students should pay attention to the teacher and educational opportunities. The aim of the current research is to investigate the structural modeling of the effect of school culture on psychological well-being with the mediating role of narcissism and students' progress emotions with the research method, structural equation model correlation. The statistical population of this research was 38,300 public elementary school students in Ahvaz in the academic year of 2022-2023, of which 392 were selected by stratified random sampling. Four standard psychological well-being questionnaires of Riff (1989), school culture by Alexander and Sade (1998), progress excitement by Pakran et al. (2005) and narcissism by Ames et al. (2007) were used to collect data. The obtained data were analyzed using spss23 and Lisrel 8.8 software. The results of data analysis based on regression coefficients show that school culture has a 0.58 effect on psychological well-being, school culture has a 0.71 effect on progress emotions, school culture has an effect on narcissism 0.69, progress emotions have a 0.37 effect on psychological well-being, and narcissism has an effect on 0.71. Psychological well-being had a significant effect of 0.40 (p<0.01). According to the findings of the research, it can be concluded that the school culture has significant effects on the psychological well-being, progress emotions and narcissism of the students, therefore it is recommended to the school administrators to improve the school culture to the students' communication with each other, knowledge communication Students should pay attention to the teacher and educational opportunities.

https://jeps.usb.ac.ir/article_8640_dbe41385755ede8b86a4b7cf06350b61.pdf

University of Sistan and Baluchestan Journal of Educational Psychology Studies 2228-6683 21 56 2024 11 21 Validation of the short form Compulsive Internet Use Scale in Students Response Validation of the short form Compulsive Internet Use Scale in Students Response 183 165 8710 10.22111/jeps.2024.50214.5857 FA Hassan Mahmoudian Department of Psychology, Faculty of Humanities and Social Sciences, University of Mazandaran, Babolsar, Iran. Abbas Taghizade Department of Educational Sciences, Farhangian University, Tehran, Iran Samira Golmirzaie Master of psychology, Islamic Azad University, South Tehran Branch Journal Article 2024 11 08 Excessive and improper use of the internet poses the risk of internet addiction. Given the significance of this issue, the present study aimed to determine the psychometric properties of the short form of the Compulsive Internet Use Scale developed by Gmel et al. (2019) among students in Tehran. Methods: This transcultural adaptation and psychometric study was carried out on 760 students from Tehran during the academic year 2021-2022, selected through convenience sampling, with 712 questionnaires deemed analyzable. the Compulsive Internet Use Scale developed by Gmel et al. (2019) comprising 8 self-report items employed. The psychometric characteristics including face, content, and construct validities, along with reliability, were appraised using SPSS and Lisrel software. Findings: The findings indicated that the Compulsive Internet Use Scale has acceptable face and content validity. The results of the exploratory factor analysis using principal component analysis extracted five factors, labeled as loss of control, preoccupation, conflict, coping, and withdrawal symptoms, which accounted for 52.139% of the total variance. The results of the confirmatory factor analysis demonstrated that the structure of the scale has an acceptable fit with the data, as all goodness-of-fit indices support the model: (χ²/df = 2.61 <3), RMSEA = 0.070, GFI = 0.91, RMR = 0.04, NFI = 0.86, CFI = 0.91. Reliability results showed that the overall Cronbach's alpha coefficient was 0/94, and the intra-class correlation coefficient and Pearson correlation coefficient for test-retest reliability were 0.78 and 0.77, respectively. Conclusion: According to the findings of this study, it can be stated that the short form of the Compulsive Internet Use Scale by Gmel et al. (2019) possesses good psychometric properties. Excessive and improper use of the internet poses the risk of internet addiction. Given the significance of this issue, the present study aimed to determine the psychometric properties of the short form of the Compulsive Internet Use Scale developed by Gmel et al. (2019) among students in Tehran. Methods: This transcultural adaptation and psychometric study was carried out on 760 students from Tehran during the academic year 2021-2022, selected through convenience sampling, with 712 questionnaires deemed analyzable. the Compulsive Internet Use Scale developed by Gmel et al. (2019) comprising 8 self-report items employed. The psychometric characteristics including face, content, and construct validities, along with reliability, were appraised using SPSS and Lisrel software. Findings: The findings indicated that the Compulsive Internet Use Scale has acceptable face and content validity. The results of the exploratory factor analysis using principal component analysis extracted five factors, labeled as loss of control, preoccupation, conflict, coping, and withdrawal symptoms, which accounted for 52.139% of the total variance. The results of the confirmatory factor analysis demonstrated that the structure of the scale has an acceptable fit with the data, as all goodness-of-fit indices support the model: (χ²/df = 2.61 <3), RMSEA = 0.070, GFI = 0.91, RMR = 0.04, NFI = 0.86, CFI = 0.91. Reliability results showed that the overall Cronbach's alpha coefficient was 0/94, and the intra-class correlation coefficient and Pearson correlation coefficient for test-retest reliability were 0.78 and 0.77, respectively. Conclusion: According to the findings of this study, it can be stated that the short form of the Compulsive Internet Use Scale by Gmel et al. (2019) possesses good psychometric properties.

https://jeps.usb.ac.ir/article_8710_7075f37d80f8050a032997078849aa1c.pdf

University of Sistan and Baluchestan Journal of Educational Psychology Studies 2228-6683 21 56 2024 11 21 The effect of teaching positive thinking skills on optimism and academic enthusiasm of school students The effect of teaching positive thinking skills on optimism and academic enthusiasm of school students 209 184 8702 10.22111/jeps.2024.50186.5856 FA Elahe Naghizadeh PhD Student in Educational Psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran. Yousef Namvar Associate Professor, Department of Educational Sciences, Ardabil Branch, Islamic Azad University, Ardabil, Iran. Asghar Nakhostin Goldoost Assistant Professor, Department of Educational Sciences, Ardabil Branch, Islamic Azad University, Ardabil, Iran. 0000-0002-8961-5326 Journal Article 2024 11 04 The present study was conducted with the aim of investigating the effect of teaching positive thinking skills on optimism and academic enthusiasm of elementary school students in Ardabil city. The present research method was a semi-experimental pre-test-post-test type with a control group and a 3-month follow-up. The statistical population of the research included all the female students of the second year of elementary school (4945 people) in the city of Ardabil in the academic year 1402-1403, from which 60 people were selected as a sample by random cluster sampling, and in two groups of 30 people (30 people in the experimental group and 30 people of the control group) were randomly replaced. To collect data, academic optimism questionnaires by Schennen Moran et al. (2013) and academic enthusiasm by Wang et al. (2011) were used. To analyze the data, the analysis of variance test with repeated measurements was used in SPSS.24 software. The findings showed that teaching positive thinking skills leads to an increase in academic optimism in elementary school students (p<0.01); Also, positive thinking training was effective in improving the academic enthusiasm of primary school students and the results of this effect were stable in the period of 3 months (p<0.01). According to the results of this study, positive thinking skill training can be considered as a preventive program for students who have problems and defects in academic and emotional fields or as an intervention program to reduce harm in children and adolescents, especially by therapists and counselors. be placed The present study was conducted with the aim of investigating the effect of teaching positive thinking skills on optimism and academic enthusiasm of elementary school students in Ardabil city. The present research method was a semi-experimental pre-test-post-test type with a control group and a 3-month follow-up. The statistical population of the research included all the female students of the second year of elementary school (4945 people) in the city of Ardabil in the academic year 1402-1403, from which 60 people were selected as a sample by random cluster sampling, and in two groups of 30 people (30 people in the experimental group and 30 people of the control group) were randomly replaced. To collect data, academic optimism questionnaires by Schennen Moran et al. (2013) and academic enthusiasm by Wang et al. (2011) were used. To analyze the data, the analysis of variance test with repeated measurements was used in SPSS.24 software. The findings showed that teaching positive thinking skills leads to an increase in academic optimism in elementary school students (p<0.01); Also, positive thinking training was effective in improving the academic enthusiasm of primary school students and the results of this effect were stable in the period of 3 months (p<0.01). According to the results of this study, positive thinking skill training can be considered as a preventive program for students who have problems and defects in academic and emotional fields or as an intervention program to reduce harm in children and adolescents, especially by therapists and counselors. be placed

https://jeps.usb.ac.ir/article_8702_60013ebd2c3c80d1487bb4418544bccc.pdf

University of Sistan and Baluchestan Journal of Educational Psychology Studies 2228-6683 21 56 2024 11 21 The Effectiveness of Cognitive Rehabilitation on Improving Academic Eemotions and Academic engagement of Students with Special Learning Disabilities in Girls' Secondary Period Schools in Rasht city The Effectiveness of Cognitive Rehabilitation on Improving Academic Eemotions and Academic engagement of Students with Special Learning Disabilities in Girls' Secondary Period Schools in Rasht city 237 210 8703 10.22111/jeps.2024.50046.5843 FA Seyedeh Zari Noori M.A in Rehabilitation Counseling, Rasht Branch, Islamic Azad University, Rasht, Iran. Seyedeh Maryam Mousavi Assistant Professor, Department of Nursing and Midwifery, Rasht Branch, Islamic Azad University, Rasht, Iran. Journal Article 2024 10 16 Difficulty in achieving desired academic emotions and reduced academic enthusiasm in students with specific learning disabilities are common challenges that require increasing attention, and research on effective solutions is an undeniable necessity. The aim of the present study was to determine the effectiveness of cognitive rehabilitation on academic emotions and academic enthusiasm in students with specific learning disabilities. The research method was a quasi-experimental study with a pre-test-post-test design with a control group. The statistical population of the study included all secondary school students (seventh to ninth grades) referred to a specialized center affiliated with the Education Department of Rasht in the academic year 2023 to 2024. From the statistical population, 30 students with specific learning disabilities (15 in the experimental group and 15 in the control group) were selected using the convenience sampling method and completed the Academic Emotions (Pekran et al., 2005) and Academic Enthusiasm (Fredericks et al., 2004) questionnaires as a pre-test. Then, the experimental group underwent cognitive rehabilitation (Captain Log, 2020) for 12 60-minute sessions once or twice a week, while the control group did not receive any intervention; then, both groups were post-tested. The obtained data were analyzed using univariate and multivariate analysis of covariance. The research findings showed that cognitive rehabilitation is effective in improving positive academic emotions in students with specific learning disabilities (P<0.01). Similarly, cognitive rehabilitation is effective in reducing negative academic emotions in students with specific learning disabilities (P<0.01). Also, cognitive rehabilitation is effective in improving academic enthusiasm in students with specific learning disabilities (P<0.01). These results demonstrate important direct and indirect clinical applications of cognitive rehabilitation intervention in improving academic emotions and academic enthusiasm in students with specific learning disabilities. Difficulty in achieving desired academic emotions and reduced academic enthusiasm in students with specific learning disabilities are common challenges that require increasing attention, and research on effective solutions is an undeniable necessity. The aim of the present study was to determine the effectiveness of cognitive rehabilitation on academic emotions and academic enthusiasm in students with specific learning disabilities. The research method was a quasi-experimental study with a pre-test-post-test design with a control group. The statistical population of the study included all secondary school students (seventh to ninth grades) referred to a specialized center affiliated with the Education Department of Rasht in the academic year 2023 to 2024. From the statistical population, 30 students with specific learning disabilities (15 in the experimental group and 15 in the control group) were selected using the convenience sampling method and completed the Academic Emotions (Pekran et al., 2005) and Academic Enthusiasm (Fredericks et al., 2004) questionnaires as a pre-test. Then, the experimental group underwent cognitive rehabilitation (Captain Log, 2020) for 12 60-minute sessions once or twice a week, while the control group did not receive any intervention; then, both groups were post-tested. The obtained data were analyzed using univariate and multivariate analysis of covariance. The research findings showed that cognitive rehabilitation is effective in improving positive academic emotions in students with specific learning disabilities (P<0.01). Similarly, cognitive rehabilitation is effective in reducing negative academic emotions in students with specific learning disabilities (P<0.01). Also, cognitive rehabilitation is effective in improving academic enthusiasm in students with specific learning disabilities (P<0.01). These results demonstrate important direct and indirect clinical applications of cognitive rehabilitation intervention in improving academic emotions and academic enthusiasm in students with specific learning disabilities.

https://jeps.usb.ac.ir/article_8703_0b55b37f9c5707f0bfc3f4d8ef92a7df.pdf

University of Sistan and Baluchestan Journal of Educational Psychology Studies 2228-6683 21 56 2024 11 21 Development of a burnout model in the classroom based on the teacher's emotional role (positive and negative) with the mediation of cognitive emotion regulation difficulties. Development of a burnout model in the classroom based on the teacher's emotional role (positive and negative) with the mediation of cognitive emotion regulation difficulties. 269 238 8635 10.22111/jeps.2024.46960.5569 FA Serveh Hejrat Ph.D. Student, Department of Psychology, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran. Hassan Gharibi Assistant Professor of the Department of Psychology, University of Kurdistan, Sanandaj, Iran Seifollah Rahmani Educational Department of Psychology and Counseling of Farhangian University, Sanandaj, Iran Journal Article 2023 10 16 The statistical population of the research included all primary school teachers of the first district of Sanandaj city in the academic year of 1400-1401, and 253 people were selected as a sample by cluster sampling method and through Morgan's table. The tools of data collection are three job burnout questionnaires of Meslech (1982); It was Gratz (2004) Emotion Regulation Difficulty Questionnaire and Chen (2016) Teacher Emotion Questionnaire. The results showed that there is a negative and significant effect between positive emotion and job burnout, and negative emotion has a positive and significant effect with job burnout. The results of another research hypothesis showed that there is a negative and significant effect between positive emotion and difficulty in cognitive regulation of emotion, and there is a positive and significant effect between negative emotion and cognitive emotion regulation difficulties. The results of another hypothesis of the research showed that there is a positive and significant effect between difficulty in cognitive emotion regulation difficulties and job burnout. Finally the results of examining the last hypothesis of the research showed that cognitive emotion regulation difficulties can play a mediating role in the relationship between teacher emotion and job burnout. Finally, according to the obtained results, it can be said that the cognitive emotion regulation difficulties can be a factor in the growth of teachers' burnout, which can be minimized by strengthening positive emotions and reducing negative emotions and prevent teacher burnout. The statistical population of the research included all primary school teachers of the first district of Sanandaj city in the academic year of 1400-1401, and 253 people were selected as a sample by cluster sampling method and through Morgan's table. The tools of data collection are three job burnout questionnaires of Meslech (1982); It was Gratz (2004) Emotion Regulation Difficulty Questionnaire and Chen (2016) Teacher Emotion Questionnaire. The results showed that there is a negative and significant effect between positive emotion and job burnout, and negative emotion has a positive and significant effect with job burnout. The results of another research hypothesis showed that there is a negative and significant effect between positive emotion and difficulty in cognitive regulation of emotion, and there is a positive and significant effect between negative emotion and cognitive emotion regulation difficulties. The results of another hypothesis of the research showed that there is a positive and significant effect between difficulty in cognitive emotion regulation difficulties and job burnout. Finally the results of examining the last hypothesis of the research showed that cognitive emotion regulation difficulties can play a mediating role in the relationship between teacher emotion and job burnout. Finally, according to the obtained results, it can be said that the cognitive emotion regulation difficulties can be a factor in the growth of teachers' burnout, which can be minimized by strengthening positive emotions and reducing negative emotions and prevent teacher burnout.

https://jeps.usb.ac.ir/article_8635_f7aa3b8dd18e6120573c18d8aad93dd6.pdf